COGNITIVE STYLES OF STUDENTS AND MOTOR BEHAVIOUR: DETECTION AND ANALYSIS OF THE GRAPHIC SIGN THROUGH THE USE OF MASQUERADE

Marco Piccinno, Carmen Palumbo, Lucia Pallonetto, Filippo Toriello

Abstract


Graphomotricity is a function inherent in the human being, which «allows to trace a message of any kind in a determined space thanks to the combined movements of the arm and the hand in close connection with the whole body, first place of expression of emotional life, cognitive and relationship» (Boscaini, 2008).

The way in which the person distributes the writing on the sheet can be considered the expression of the way in which it moves in the environment (Moretti, 2006, Torbidoni & Zanin 2013, Conficoni, 2018) and the way to trace the graphic strokes and to arrange the words on the sheet, can be indicative of the subjective orientations (cognitive, volitional and affective) towards the world.

The aim of this research is to verify the correlation between certain features of the handwriting and the configuration of fundamental cognitive styles (executive, judicial and creative), as they were identified by J. R. Sternberg.

It is also possible to assume that there is a transfer from the space lived with the body, to the space of the sheet, through a process activated by bodily and emotional experience.

The detection of cognitive styles is conducted on about 300 subjects aged between 13 and 19 years, through the administration of the test developed by J.R. Sternberg. The detection of the graphic features will take place through the software Masquerade, developed by the Company Spin Off Nite (Natural Intelligent technologies) of the University of Salerno and will be focused on the graphic signs explorable through the use of this tool.


Keywords


Cognitive styles; body; Graphomotricity

Full Text:

PDF (Italiano)

References


Boscaini, F. (2008). Psicomotricità e grafismo. Dalla grafomotricità alla scrittura. Cosenza: AISIS.

Bravar, L., Gortana, M., Dengo, M., Borean, M., Biancotto, M., Zoia S. (2014). Le difficoltà grafo-motorie nella scrittura. Trento: Erickson.

Brown, J.K., Minns, R.A. (1999). The neurological basis of learning disorders in children. In: Whitmore K., Hart H., Willems G., editors. A neurodevelopmental approach to specific learning disorders. London: MacKeith Press.

Consensus Conference (2011). Disturbi specifici dell’apprendimento. Sistema nazionale per le line guida. Atti. Pavona (Roma): Iacobelli.

Cornoldi, C., De beni, R. (2015). Imparare a studiare. Strategie, stili cognitivi, metacognizione e atteggiamenti nello studio. Trento: Erickson.

Gainotti, G. (2014). È utile che i bambini continuino a scrivere a mano? Crusca per voi, II, 49.

Hammill, D.D. (1990). On defining learning disabilities: an emerging consensus. J Learn Disabil, 23(2), 74-84.

Lodi, D., Barbieri, M., Buiani, M., Seghi, G. (2014). Corporeità e difficoltà d’apprendimento. Motricità e successo educativo. Brescia: La Scuola.

Longcamp, M., Hlushchuk, Y., Hari, R. (2011). What differs in visual recognition of handwriting vs. printed letters? An fMRI study. Lancaster: Human Brain Mapping, 32(8), 1250-9.

Lovecchio, N., La Torre, A., Della Vedova, N. (2018). Dallo spazio vissuto allo spazio del foglio: l’attività motoria come compensatore dei DSA. Formazione & Insegnamento XVI – 1 – doi: 107346/-fei-XVI-01-18_24 Pensa Multimedia.

Lurya, A. (1984). Neuropsicologia del linguaggio grafico. Padova: Edizioni Messaggero.

Manetti, E. (2018). Osservazioni grafologiche sulle scritture dei bambini di terza, quarta, quinta classe delle scuole primarie. In C. Angelini, E. Manetti (eds.), Imparare a scrivere a mano. Roma: Epsylon.

Moretti, G. (2006). Trattato di grafologia. Intelligenza, sentimento. Padova: Il Messaggero.

Olivaux, R. (2014). Pedagogia della scrittura e grafoterapia. Roma: Epsylon. Ed. or. (2005). Pédagogie de l’écriture et graphothérapie. Paris: L’Harmattan.

Palaferri, N., (1986). L’indagine grafologica e il metodo morettiano. Urbino: Istituto Grafol.

Pea, G., (2007). Insegnare con i concetti la matematica. Milano: Franco Angeli.

Pezzuto, G. (1998). Trattato di grafometria. Lecce: Milella.

Pratelli, M. (2019). Disgrafia e recupero delle difficoltà grafo-motorie. Trento: Erickson.

Sabatini, F. (2016). Lezione di italiano. Milano: Mondadori

Sabbadini, L. (2005). La disprassia in età evolutiva: criteri di valutazione ed intervento, Fondazione Santa Lucia IRCCS, volume 12, Metodologie riabilitative in logopedia. Milano: Springer.

Sim, E.J., Helbig, H.B., Graf, M., Kiefer, M. (2014). When Action Observation Facilitates Visual Perception: Activation in Visuo-Motor Areas Contributes to Object Recognition. Oxford: Cerebral Cortex, 2.

Smits-Engelsman, B.C.M., Niemeijer, A.S., Van Galen, G.P. (2001). Fine motor deficiencies in children diagnosed DCD based on poor grapho-motor ability. Human Mov Sci, 20,161-182.

Torbidoni, L., Zanin L. (2013). Grafologia. Brescia: La Scuola.

Van Hartingsveldt, M.J., De Groot, I.J.M., Aarts P.B.M., Nijhuis-van der Sanden M.W.G. (2011). Standardized tests of and wrinting readiness: A systematic review of the literature. Develop Med & Child Neurol, 53, 506-515.

Wamain, Y., Tallet, J., Zanone, P.G., Longcamp, M. (2012). Brain responses to handwritten and printed letters differentially depend on the activation state of the primary motor cortex. NeuroImage. Bethesda: Maryland, 63(3).

Zucchi, I. (2000). L’espressione grafodinamica della personalità. Riccione: Maestri Editori.




DOI: https://doi.org/10.32043/gsd.v5i2.356

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Italian Journal of Health Education, Sports and Inclusive Didactics 
ISSN printed: 2532-3296